Self-regulation based reading education significantly increases 5th graders' use of reading strategies relative to the current program¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2019 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The test group taught with the self-regulation based program scored significantly higher than the control group on the Reading Strategies Cognitive Awareness Scale at post-test. → Türkben 2019
Evidence¶
Türkben 2019¶
Tuncay Türkben. (2019). The Effect of Self -Regulation Based Strategic Reading Education on Comprehension, Motivation, and Self-Regulation Skills. International Journal of Progressive Education, Volume 15 Number 4. https://doi.org/10.29329/ijpe.2019.203.3
q3 · i? · causal · r1
Independent samples t-test on Reading Strategies Cognitive Awareness Scale post-tests compared the test group (n=27) with the control group (n=26); the article reports "a significant difference between the post-test scores in the test group for reading strategies (t= -10.50; p<.01)". No effect size is printed.
"there is a significant difference between the post-test scores in the test group for reading strategies (t= -10.50; p<.01). Thus, the intervention affected the test group positively and significantly compared to the control group."
Discussion¶
Related Claims¶
- Self-regulation based strategic reading education produces significantly higher reading comprehension post-test scores than the current program in 5th grade students — related
- Self-regulation based reading education significantly raises 5th graders' reading motivation relative to the current program — related
- Self-regulation based reading education significantly improves 5th graders' motivation and learning strategies (self-regulation skills) relative to the current program — related
- A metacognition-based instructional practice produced higher post-test metacognitive awareness than current training in planning, awareness, regulation and questioning sub-dimensions and scale-wide among prospective teachers — related
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